help children manage their own behavior: so you don’t have to! dvaeyc 2013 presented by mary lynn...
TRANSCRIPT
Help Children Manage Their Own Behavior: So You Don’t Have To!
DVAEYC 2013
Presented by
Mary Lynn WhiteNational Outreach Specialist
© 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC.
Workshop Goals
Examine self-control in children
Introduce teaching approaches that develop skills of self-control
Share strategies that promote children’s social skills and self-regulation
Young Children At Risk
Increased concerns regarding:• Anger and aggression• Defiance• Lack of social skills
Early anti-social behavior key risk factor for future problem behavior
Intervene early when first forming attitudes and behaviors
The Big Picture of Self-Control
Influence on peer relations
Limits aggression
Emotion management
Influences directed attention
Predicts success
Children and the Development of Self-Regulation
Children must practice
Related to temperament, age, and environment
Linked to planning, problem-solving, goal-directed behavior
Predictive of all academic outcomes; math
Social-Emotional Competence
Understanding and expressing feelings
Self regulation (feelings & behaviors)
Peaceful problem-solving
Positive relationships
INTENSIVEINDIVIDUALIZEDINTERVENTIONS
SOCIAL EMOTIONALTEACHING STRATEGIES
CLASSROOM PREVENTIVE PRACTICES
POSITIVE RELATIONSHIPS WITH CHILDREN,FAMILIES, AND COLLEAGUES
Developed by: The Center on the Social and Emotional Foundations for Early Learning
Promoting Social and Emotional Competence
Young Children Who Lack Social-Emotional Skills May:
Be less accepted by classmates and teachersParticipate less in classroom activities and
resist instructionBe perceived as having low academic
potentialReceive less instruction and less positive
feedback Be held back more often in early school years
Characteristics of a Resilient ChildSocial Competence
• Good communication skills• Positive relationship with others• A sense of humor• Empathy and caring• Healthy coping skills
Problem-solving Skills• Decision-making skills• Ability to think flexibly• Ability to try different solutions
Characteristics of a Resilient Child (cont.)
Autonomy• Self-control, self-discipline• Independence• Self-esteem• Ability to exert control over one’s
environment
Sense of Future and Purpose• Goal oriented outlook• Persistence• A focus on achievement and education• Hope for a bright future• A sense of faith
Protective Factors:Better Outcomes For Children
Nurturing, caring adults
High expectations for success
Meaningful involvement
Involvement in decision-making
Recognition and reinforcement of positive behavior
A safe, predictable environment
Clear norms promoting pro-social, healthy, appropriate behavior
To Foster Resilience, Children Need Adults To...ListenValidate feelings and experiencesFacilitate brainstormingCommunicate clear normsRole modelRespond to sensitive issuesGuide problem-solving
Listening
Turn to the person beside you
Who will be A, who will be B?
A’s ~Talk about your dream vacation
B’s ~ Listen attentively but DO NOT SPEAK
Switch when time is called
Curriculum Content
Feelings
Positive Relationships
Communication
Brainstorming
Impulse Control
Safe and Healthy Choices
Problem-Solving
The Importance of Friendship
New study
No friends, at risk for depression during adolescence
One friend made a difference
‘Reading, writing, ‘rithmetic, relationships
Children who can express their feelings…
tolerate frustration betterget into fewer fightsengage in less destructive behaviorare healthierare less lonelyare less impulsiveare more focusedhave great academic achievement
Adapted from the Center on the Social and Emotional Foundations for Early Learning
Calm Down Steps
Take 3 deep breaths
Count to 5 slowly
Say “calm down”, “calm down”
Accepting Differences: Shoe Game
Problem-Solving Steps
1. Stop. Think about the problem.
2. Say how you feel.
3. Brainstorm ideas.
4. Try the best one.
5. What happened?
Small Group Activity
Brainstorm typical problems you encounter in your program.
Role play with your small group to solve one of the problems listed during the brainstorm. Use the problem-solving steps.
Report back to the group:– Problem– Process– Solution
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